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Quality Management in Education Quality Management in Education Self-evaluation for quality improvement Quality Management in Education Self-evaluation for quality improvement HM Inspectorate of Education 2006 © Crown copyright 2006 ISBN: 0 7053 1087 6 HM Inspectorate of Education Denholm House Almondvale Business Park Almondvale Way Livingston EH54 6GA Tel: 01506 600 200 Fax: 01506 600 337 E-mail: [email protected] Produced for HMIE by Astron B45597 04/06 Published by HMIE, April 2006 This material may be copied without further permission by education authorities and education institutions in Scotland for use in self-evaluation and planning. The report may be produced in part, except for commercial purposes, or in connection with a prospectus or advertisement, provided that the source and date therefore are stated. ii_iii Contents Foreword iv Acknowledgements vi Introduction 1 Part 1 Self-evaluation in the local authority context 3 Part 2 The framework for self-evaluation explained 7 Part 3 The six-point scale 14 Part 4 Performance and quality indicators 16 Part 5 Indicators, themes and illustrations 22 Part 6 Using performance and quality indicators for self-evaluation 77 Part 7 Self-evaluation questions and sources of evidence 86 Appendix I The relationships between Quality Management in Education 2 and other quality frameworks. 104 QUALITY MANAGEMENT IN EDUCATION 2 – SELF-EVALUATION FOR QUALITY IMPROVEMENT Foreword Quality Management in Education (QMIE), published by Her Majesty’s Inspectorate of Education (HMIE) in 2000, set out a framework for self-evaluation of the performance of education authorities in Scotland. It also provided the basis for the first cycle of external scrutiny by HMIE, namely the Inspection of the Education Functions of Local Authorities (INEA). All 32 Scottish education authorities have now been subject to external scrutiny through the first cycle of INEA inspections. After a period of consultation involving education authority representatives, partner organisations and other key stakeholders, a revised evaluative framework has been designed as a support pack for authorities. Quality Management in Education 2 (QMIE2), has been developed in partnership with key agencies and is designed to assist local authorities, together with their main stakeholders, to develop and implement a rigorous and systematic approach to the self-evaluation of their education functions. The emphasis within the publication is very clearly on the importance of the self-evaluation process and the role it plays in driving continuous improvement. Both self-evaluation and inspection processes will be guided by the revised framework. The second cycle of the statutory Inspections of the Education Functions of Local Authorities (INEA2) commenced in June 2005 with pilot inspections of two authorities. Inspection will take a more proportionate approach. The scoping of inspections will be intelligence led and risk based. Existing sources of evidence such as HMIE reports on schools and community learning and development (CLD) provision, and reports by other agencies, such as Audit Scotland and the Care Commission, will inform the depth and breadth of inspections. We have come a long way since the inception of QMIE and INEA. The cyclical process of self-evaluation is becoming increasingly well embedded across the Scottish educational landscape, as a means of improving performance and raising attainment and achievement for all learners. Indeed, there is now a clear expectation by HMIE that self-evaluation will have been developed and established across all schools, establishments, services and authorities. A number of self-evaluation and external scrutiny models have been developed in recent years, including those which pertain to schools, community learning and development and child protection. HMIE is acutely aware of the need for these to fit together in a coherent way. This document represents a unified framework which, through self-evaluation and external scrutiny, evaluates performance against a common set of six high-level questions. These questions will form the basis for all INEA2 inspections and, importantly, similar questions will form the basis for other inspections which relate to services for children and young people. They are: • What key outcomes have we achieved? • How well do we meet the needs of our stakeholders? • How good is our delivery of education processes? • How good is our management? • How good is our leadership? • What is our capacity for improvement? iv_v In recent years, many initiatives have been undertaken to improve the quality of the services we provide for children, young people, their families and adult learners. For Scotland’s Children brought into sharp focus the need to put children and families at the centre of the public service network and, crucially, to provide better integration of services at the point of delivery. These principles must therefore apply also to the complementary processes of self-evaluation and external scrutiny. It is against this backdrop that the HMIE Services for Children Unit embarked upon a consultation exercise in October 2005 on A Common Approach to Inspecting Services for Children and Young People, which proposes that a coherent, intelligence-led system for inspection of services for children and young people should be in place by 2008. The development of this QMIE2 support pack and of the associated INEA2 arrangements has been guided by the need for a coherent approach to self-evaluation and inspection. It is also recognised that an increasing number of education authorities and, specifically, former Directors of Education who now have responsibility for a much wider range of services, including Social Services, Community Learning and Development, Sport, Leisure, Arts, Culture, Libraries, Museums and Housing Services, further underlining the need for an integrated approach to monitoring and evaluation. One further and very important difference in the approach to self-evaluation through QMIE2, is the much clearer focus on impact and outcomes. Self-evaluation should lead to the maintenance of high standards, to further improvement in performance, to targeted action on areas needing to be improved and to continuous improvement in the pursuit of excellence. It is only by rigorous examination of impact, and of outcomes for children, young people, their families, adult learners and communities that the effectiveness of the education functions of councils can be thoroughly and comprehensively evaluated. I commend this support pack to all authorities and their key partners in their pursuit of continuous improvement through the process of self-evaluation. GRAHAM DONALDSON HM Senior Chief Inspector QUALITY MANAGEMENT IN EDUCATION 2 – SELF-EVALUATION FOR QUALITY IMPROVEMENT Acknowledgements This support pack has been the product of consultation and partnership working involving a wide range of organisations and individuals. The development of the document was undertaken through a consultation group which included senior staff in Perth and Kinross, East Ayrshire, South Ayrshire, East Dunbartonshire and North Ayrshire Councils as well as representatives from Audit Scotland and NHS Scotland. Particular thanks are due to Ian McMurdo and Stewart Jardine who acted as consultants to the project. Production of the pack was assisted further by feedback from a number of education authority staff and partner agencies. Thanks are due to colleagues who gave of their time in reading and responding to successive drafts of this document. The compilation of material for this document involved the identification of good practice within existing systems of monitoring and evaluation, including those in other public authorities and in the private and commercial sector. In this context, the work of the European Foundation for Quality Management (EFQM), Charter Mark and Investors in People (IiP) is acknowledged. vi_1 Introduction This publication has been designed to assist local authorities, together with their partner agencies, in developing and implementing a systematic approach to the self-evaluation of their education functions. The publication provides practical assistance and advice on the process of self-evaluation at both strategic and operational levels. It focuses on the role of self-evaluation in developing a council’s capacity to drive continuous improvement and, most importantly, to secure and demonstrate measurable improvement in the quality of learners’ educational experience. The clear focus is on impact and outcomes. The self-evaluation support materials are also provided as an online resource. This will assist authorities in amending or augmenting the materials to suit local needs, priorities and circumstances. Authorities’ approaches to self-evaluation will build on existing good practice. The publication also includes the performance and quality indicators, measures and themes which will provide the basis for external inspection of the education functions of councils in this second cycle of statutory inspections. Each authority will be able, through its own self-evaluation arrangements, to gather management information and evidence that enable it to judge the effectiveness of its performance against six high-level questions, which will also form the basis for inspections of the education functions of councils by HMIE. These are: • What key outcomes have we achieved? • How well do we meet the needs of our stakeholders? • How good is our delivery of education processes? • How good is our management?
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